Recognizing and measuring self-regulated learning in a mobile learning environment

With the realization that more research is needed to explore external factors (e.g., pedagogy, parental involvement in the context of K-12 learning) and internal factors (e.g., prior knowledge, motivation) underlying student-centered mobile learning, the present study conceptually and empirically explores how the theories and methodologies of self-regulated learning (SRL) can help us analyze and understand the processes of mobile learning. The empirical data collected from two elementary science classes in Singapore indicates that the analytical SRL model of mobile learning proposed in this study can illuminate the relationships between three aspects of mobile learning: students’ self-reports of psychological processes, patterns of online learning behavior in the mobile learning environment (MLE), and learning achievement. Statistical analyses produce three main findings. First, student motivation in this case can account for whether and to what degree the students can actively engage in mobile learning activities metacognitively, motivationally, and behaviorally. Second, the effect of students’ self-reported motivation on their learning achievement is mediated by their behavioral engagement in a pre-designed activity in the MLE. Third, students’ perception of parental autonomy support is not only associated with their motivation in school learning, but also associated with their actual behaviors in self-regulating their learning.

► SRL provides conceptual framework for understanding mobile learning.
► Our model reveals the relations among personal factors, behavior, and attainment.
► Motivation and SRL are associated with perceived parental autonomy support.